Vocabulary Builder. High-Use Words. isolate, p. 627 exclude, p Key Terms. steerage, p. 626 assimilation, p. 627 anarchist, p.

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1 SECTION 4 The New Immigrants Section 4 Step-by-Step Objectives 1. Identify the reasons immigration to the United States increased in the late 1800s. 2. Describe the difficulties immigrants faced adjusting to their new lives. 3. Discuss how immigrants assimilated and contributed to American life. 4. Describe efforts to limit immigration. Prepare to Read Reading Skill Use Other Word Origins The English language reflects interactions with cultures from around the world. Some words have been adopted in their original form. Others have changed in spelling or pronunciation but still show the influence of the original language. Background Knowledge The industrial age changed the face of cities with new buildings and bridges. It also changed the population. In this section, you will learn about the millions of people immigrating to the United States during this time. A Fresh Start Between 1865 and 1915, some 25 million immigrants entered the United States more than the population of the entire country in 1850! They were part of a worldwide surge of migration. Reasons for Migration There were many reasons for this vast migration. In European nations such as Italy, the amount of farmland was shrinking as populations swelled. Machines were replacing farmhands, forcing more people from the land. They looked to the United States as a land of opportunity where they could build a better life. Other immigrants sought religious freedom. In the 1880s, Jews in Russia became targets of government-sponsored pogroms (POH grohmz), or violent attacks against Jews. Armenian Christians faced similar persecution in Turkey. Finally, political unrest drove many from their native lands. In 1910, a revolution in Mexico pushed tens of thousands of refugees across the Rio Grande. Jobs pulled immigrants to the United States. Steamship companies and railroads, which profited from immigration, sent agents to Asia and Europe to advertise cheap land and plentiful jobs. The promise of freedom also drew people from lands without traditions of democracy and liberty. High-Use Words isolate, p. 627 exclude, p. 629 Key Terms steerage, p. 626 assimilation, p. 627 anarchist, p. 629 In the late 1800s, a new wave of immigrants came to the United States for economic and political reasons. Poor Italian villager Review and Preview The early waves of immigration to the United States generally involved people who had come from western and northern Europe. Students will now read about immigrants from eastern and southern Europe and other areas of the world who arrived in the late 1800s. Section Focus Question How was the experience of immigrants both positive and negative? Before you begin the lesson for the day, write the Section Focus Question on the board. (Lesson focus: The passage to the United States was difficult, and many immigrants had trouble fitting into American society. However, they created vibrant communities with other immigrants, and many achieved success in the United States.) Prepare to Read Build Background Knowledge A wave of immigration in the late 1800s contributed to the growth of cities and industry. Ask students to predict the reasons for immigrants coming to the United States and what their experiences might be like as they adjust to their new lives. After students make predictions about what they will learn, address any misconceptions that students have about the topic. Remind them to confirm or revise their predictions after they read the section. Use the Idea Wave strategy (TE, p. T24) to elicit responses. History Background Ellis Island After receiving hundreds of thousands of immigrants to the United States since its establishment as a processing station in 1892, Ellis Island was closed in Due to its importance to U.S. history, it was included as part of the Statue of Liberty National Monument in Over time, the Main Building at Ellis Island suffered from disrepair, leading to a Section 4 The New Immigrants 625 major rehabilitation project that began in In addition to the Main Building, the Ellis Island Immigration Museum opened in 1992 to honor and tell the stories of immigrants that arrived at Ellis Island. The museum provides visitors with exhibits featuring a variety of artifacts, in addition to tours of the Main Building at Ellis Island. Set a Purpose Group students into pairs or groups of four. Distribute the Reading Readiness Guide. Ask students to fill in the first two columns of the chart. Reading Readiness Guide, p. 51 Use the Numbered Heads participation structure (TE, p. T24) to call on students to share one piece of information they already know and one piece of information they want to know. The students will return to these worksheets later. Chapter 18 Section 4 625

2 Teach A Fresh Start Starting a New Life pp High-Use Words Before teaching this section, preteach the High-Use Words isolate and exclude using the strategy on TE p Key Terms Have students continue to fill in the See It Remember It chart for the Key Terms in this chapter. Have students read A Fresh Start and Starting a New Life using the Choral Reading strategy (TE, p. T22). Discuss the reasons for immigration. Ask: How did new immigrants differ from earlier immigrants? (Possible answers: New immigrants didn t speak English, weren t experienced in democracy, and came from south and east Europe instead of north and west Europe.) Ask: What difficulties did immigrants face? (leaving home, family, friends; a hard journey; learning a new language) After reading Starting a New Life, assign the worksheet How I Found America. Have students discuss reasons for immigration. At this time, you can also assign the worksheet Immigration: Push and Pull Factors. (See the Differentiated note.) How I Found America, p. 55 Independent Practice Have students begin filling in the study guide for this section. 626 Chapter 18 As students fill in the study guide, circulate and make sure individuals understand the reasons for immigrants journeys and the hardships they faced. Reading Charts (a) in 1875: less than 250,000; in 1905: over a million (b) The graph would show more immigrants coming from western European countries. They could find a better life in the United States. They were looking for religious freedom. Political unrest drove them to America. Immigration, Immigration to the United States, Number of Immigrants (in thousands) 1,250 1, Source: Historical Statistics of the United States Year The line graph at left shows how immigration increased in the decades after the Civil War. The pie chart on the right shows where these new immigrants in the United States came from. Immigrants faced many challenges to settle in the United States. 626 Chapter 18 Industry and Urban Growth Differentiated L1 Less Proficient Readers L1 Special Needs Immigration: Push and Pull Factors Explain to students that the decision to immigrate was often a last resort for many newcomers. The journey was difficult, and the future was uncertain. Assign the worksheet Immigration: Push and Pull Factors and have students complete the questions based on the chart. Sources of Emigration, % Southern and Eastern Europe 43.8% Northern and Western Europe Source: Historical Statistics of the United States (a) Read a Graph Approximately how many immigrants entered the United States in 1875? In 1905? (b) Draw Inferences Based on your reading, how would the pie chart have looked different in the 1830s? 2.5% Asia 7.1% Americas 0.5% Africa and elsewhere The New Immigrants In the early 1800s, most immigrants were Protestants from northern and western Europe. Many spoke English and had experience in democracy. By contrast, most of the new immigrants who began to arrive in the late 1800s came from nations of southern and eastern Europe, such as Italy, Poland, Russia, and Greece. Most were Catholic or Jewish. A smaller number came from Asia and the Pacific. Few understood English or had experience living in a democracy or in a city. Why did many people leave their homelands? Starting a New Life The decision to emigrate was difficult. It meant leaving home, family, and friends and starting a strange life. (For more on the immigrants experiences, see the Life at the Time feature in this chapter.) Coming to America The passage by boat was miserable. Immigrants were crammed below decks in steerage, large compartments that usually held cattle. The tight, airless berths were breeding grounds for disease. Rough seas sickened the travelers. Most people coming from Europe landed in New York. After 1892, they went to the receiving center on Ellis Island. Asian immigrants entered through Angel Island in San Francisco Bay. Ask students to suggest concrete examples of the forces that might have led to immigration (for example, a farmer not having enough land to support his family). Immigration: Push and Pull Factors, p. 56

3 New arrivals faced a rigorous physical examination at the receiving centers. Did they limp? Were their eyes free of disease? Those judged to be disabled or seriously ill might be sent home. Immigrant Neighborhoods Once admitted to the United States, about two thirds of immigrants settled in cities, near other people from the same country. Ethnic neighborhoods helped people feel less isolated in their new homes. In immigrant neighborhoods, sidewalks rang with the sounds of Italian, Chinese, Yiddish, and other languages. Newcomers celebrated familiar holidays and cooked foods from the old country, such as kielbasa (Polish sausage) and goulash (Hungarian stew). Italians joined social groups such as the Sons of Italy. Greeks read newspapers in Greek. Small storefronts were turned into Jewish synagogues or Buddhist temples. What hardships did immigrants face? Becoming American Immigrant neighborhoods were springboards to a new life. Organizations called immigrant aid societies helped new arrivals with clothing, housing, and language classes. Assimilation Newcomers often felt caught between the old world and new. Most clung to traditional modes of worship, family life, and community relations. At the same time, they worked hard to assimilate. Assimilation is the process of becoming part of another culture. Children of immigrants assimilated more rapidly than their parents. Surrounded by English-speakers in school and on the street, they learned the language quickly. They played baseball and dressed like native-born Americans. Immigrant parents felt both pride and pain as they saw their children change. isolate (ì sah layt) v. to set apart; to separate For many immigrants, the goal was to become part of American life and culture. Becoming American Citizenship classes, like the one shown here, were an important step toward assimilation. Critical Thinking: Draw Inferences What subjects do you think students like these might study in citizenship classes? Becoming American p. 627 Have students read Becoming American. Remind students to look for cause and effect relationships. Have students evaluate the benefits of immigrant neighborhoods to the newcomers. Ask: How were ethnic communities a positive aspect of life for immigrants? (They provided language classes and immigrant aid societies, as well as a community with a shared culture.) Ask: What personal characteristics did the immigrants who became successful in their new country display? (They were determined, smart, brave, willing to work hard, and willing to learn a new culture and language.) Why did so many immigrants put a strong value on education? (They hoped it would help their children have a better life.) Independent Practice Have students continue filling in the study guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 18, Section 4 (Adapted Version also available.) As students fill in the study guide, circulate and make sure individuals understand the process of assimilation. Provide assistance as needed. Geography Background 627 Job Skills in a New Land Asian immigrants were important to developing agriculture on the West Coast. Many Chinese immigrants had been farmers in China s Pearl River delta, a low-lying area that often flooded. In California, Chinese newcomers used their expertise to build dikes, ditches, and irrigation canals in the San Joaquin and Sacramento River deltas. They reclaimed almost five million acres of land that are now part of the world s most valuable farmland. Possible answers: a difficult journey, leaving home Draw Inferences They would learn to speak and write English and they would be taught U.S. history as well as how the U.S. government worked. Chapter 18 Section 4 627

4 A New Wave of Nativism p. 629 Have students read A New Wave of Nativism. Remind students to look for the sequence of events. Discuss the effects of nativism. Ask: What two laws were passed as a result of nativism? (In 1882, a law excluded Chinese laborers. In 1917, a law denied entry to immigrants who could not read their own languages.) Ask: How did nativism affect immigrants? (Immigrants were exposed to prejudice and bias.) Independent Practice Have students complete the study guide for this section. Interactive Reading and Notetaking Study Guide, Chapter 18, Section 4 (Adapted Version also available.) A Nativist View of Immigration In this 1891 cartoon, the man in the suit tells Uncle Sam that he can get rid of anarchy, crime, and other ills by restricting immigration. Critical Thinking: Detect Bias What details create a negative picture of immigrants? This man is labeled Russian Anarchist. This man is labeled Italian Brigand. A brigand is a bandit. Still, the fondest dream of many immigrants was to educate their children so that the next generation could be better off. One Russian Jewish immigrant called education the essence of American opportunity, the treasure that no thief could touch... surer, safer than bread or shelter. As students complete the study guide, circulate and make sure individuals understand the concept and effects of nativism. Provide assistance as needed. Tell students to fill in the last column of the Reading Readiness Guide. Ask them to evaluate whether what they learned was what they had expected to learn. Reading Readiness Guide, p. 51 Use Other Word Origins Identify the words in this paragraph that came into English from the Yiddish word beygl, meaning ring or bracelet, and the Italian word spago, meaning string or cord. Contributions of Immigrants The labor of immigrants was essential to the new American economy. Desperate for money, newcomers took whatever jobs they could find. Immigrants worked in steel mills, meatpacking plants, mines, and garment sweatshops. They helped build subways, skyscrapers, and bridges. Chinese, Irish, and Mexican workers laid down hundreds of miles of railroad track in the West. Through hard work and saving, many immigrants slowly advanced economically. Often, they began by opening small businesses, such as stores or barbershops, to serve their communities. In time, their customers expanded beyond the neighborhood. Outsiders might bring their clothing to Chinese laundries or buy foods they had never tasted before. In this way, ethnic foods such as spaghetti, chow mein, and bagels became part of American life. Individual immigrants made major contributions. Andrew Carnegie and Alexander Graham Bell were born in Scotland. Samuel Goldwyn and Louis Mayer, Jewish immigrants from Eastern Europe, established the motion picture industry in California. Italian-born Arturo Toscanini became a famous orchestra conductor. Belgian immigrant Leo Baekeland invented the first plastic. How did immigrants assimilate? 628 Chapter 18 Industry and Urban Growth Detect Bias The immigrants are depicted as dirty criminals with hostile, angry expressions. Reading Skill bagel, spaghetti They learned English, played baseball, and dressed like nativeborn Americans. Differentiated L3 Gifted and Talented An Immigrant World Fair Working in a group, students should plan an immigrant fair. Have them use the two-page An Immigrant World Fair worksheet to plan and set up the fair. The fair should be open to the class. An Immigrant World Fair, p Chapter 18

5 A New Wave of Nativism As in the 1840s, increased immigration led to a wave of nativism. Nativists sought to preserve the United States for native-born American citizens. Nativists argued that the new immigrants would not assimilate because their languages, religions, and customs were too different. They also charged that immigrants took jobs away from Americans. Nativists associated immigrants with violence, crime, and anarchy. An anarchist is a person who opposes all forms of government. On the West Coast, nativist feelings against Chinese immigrants ran high. Mobs drove Chinese from mining camps and cities and sometimes killed them. In 1882, Congress passed a law to exclude Chinese laborers from the United States. The Chinese Exclusion Act was the first law limiting immigration based on race. It was finally repealed in In 1917, Congress passed a law that denied entry to immigrants who could not read their own languages. Since education at the time was usually restricted to the wealthy, this law barred most of the world s poor people from immigrating to the United States. Section 4 Why did nativists oppose immigration? Looking Back and Ahead Although immigration slowed after 1917, it never stopped. In the 1960s, Congress finally eased restrictions on immigration. Comprehension and Critical Thinking 1. (a) List Why did people immigrate to the United States in the late 1800s? (b) Frame Questions What five questions could you ask one of those immigrants? 2. (a) Describe How did immigrants try to assimilate? (b) Detect Bias How did nativists feel about the ability of immigrants to assimilate? Reading Skill 3. Use Other Word Origins The text lists kielbasa and goulash, food items introduced to America by immigrants. The Polish and Check Your Progress Hungarian words are used because these foods have no English-word counterparts. On your own or with a partner, name foods from other cultures. Do we use the original name or an English word? Complete each of the following sentences so that the second part explains the first part and shows your understanding of the term. 4. Many immigrants traveled across the ocean in steerage;. 5. Immigrants blended into American life through a process called assimilation;. Many Americans distrusted immigrants and called for limits on immigration. exclude (ehks KLYOOD) v. to keep out, expel, or reject For: Self-test with instant help Visit: PHSchool.com Web Code: mya-6144 Writing 6. Imagine that you are writing an editorial in which you object to a bill that excludes immigrants who could not read their own languages. Which of the following arguments is most persuasive? Why? Arguments: (a) Many native-born American citizens do not know how to read, so the bill uses an unfair standard for immigrants. (b) Immigrants come to this country for a better life, which includes getting an education. (c) The bill is being used as a trick to restrict all immigration. Section 4 The New Immigrants 629 Assess and Reteach Assess Progress Have students complete Check Your Progress. Administer the Section Quiz. Section Quiz, p. 65 To further assess student understanding, use the Progress Monitoring Transparency. Progress Monitoring Transparencies, Chapter 18, Section 4 Reteach If students need more instruction, have them read this section in the Interactive Reading and Notetaking Study Guide. Interactive Reading and Notetaking Study Guide, Chapter 18, Section 4 (Adapted Version also available.) Extend Have students use the Internet to research the numbers of immigrants to the United States by country between 1850 and Then have them write a paragraph on the changes in the immigrant population during those years. Ask them to present their findings to the class. Remind students that these figures represent the total number of immigrants living in the United States, not the number entering each year. For: Help starting the Extend activity Visit: PHSchool.com Web Code: mye-0281 Progress Monitoring Online Students may check their comprehension of this section by completing the Progress Monitoring Online graphic organizer and self-quiz. L1 L3 Section 4 Check Your Progress 1. (a) fled religious persecution/political unrest; wanted work/freedom (b) Possible answers: What do you like about living here? How did you learn English? Who have you met in the United States? Why did you choose to leave your home country? When did you arrive in the United States? 2. (a) dressed as Americans, learned English (b) Nativists did not think immigrants could assimilate well. 3. will vary, but students should identify the origin of the name of the food they have chosen. 4. Possible answer: The conditions there were crowded and full of disease. 5. Possible answer: They tried to imitate American customs, dress, and language. 6. will vary, but students should support their opinions with facts. Answer They felt that immigrants were different from native-born Americans and that immigrants would take jobs away from Americans. Chapter 18 Section 4 629

6 An Immigrant s Journey p. 630 Build Background Knowledge Have students recall the reasons people left their homelands. (They fled religious persecution, lack of land, or political upheaval.) Then ask: How would these motives affect the attitude of immigrants on the journey from Europe or Asia to America? (Immigrants might be hopeful about finding a new life and have few regrets about leaving difficult situations in their homelands.) Ask: What were some of the hopes, fears, and challenges newcomers shared when they arrived in the United States? (Possible answers: fear of being deported, hope for a new life, and the challenge of learning a new language and culture.) Read An Immigrant s Journey with students. Ask: According to this passage from the Irish immigrant, how were some immigrants treated when they arrived in the United States? (Some were treated roughly and without respect.) Why do you think this happened? (Immigration officials dealt with thousands of people every day and had to move quickly. Most newcomers did not speak English and could not communicate with officials.) Encourage students to draw inferences about the swearing in of a new citizen. Ask: What factors made this the proudest moment of the immigrant s life? (Possible answer: The immigrant might have struggled greatly to achieve citizenship and to assimilate in the new land.) An Immigrant s Journey From all over the world, immigrants poured into the United States. Wherever they came from, these newcomers shared many of the same hopes, fears, and challenges. Passage Immigrants faced a long, difficult ocean crossing crowded into ship holds that were designed to carry cargo or cattle. Day after day the weather was bad and the sea stormy. The hatch was tightly closed and there was no circulation of air, so we were all tortured by the bad odor. Arrival Japanese immigrant describes the voyage New York s Ellis Island was the point of entry for many European immigrants. Asians were detained on Angel Island outside San Francisco. European immigrants arrive in New York Immigration officials slammed a tag on you with your name, address, country of origin, etc.... Then they pushed you and they d point, because they didn t know whether you spoke English or not. Irish immigrant describes arrival at Ellis Island 630 Chapter 18 Industry and Urban Growth Ask students to complete the Analyze Life at the Time activity. Circulate and make Differentiated sure individuals understand the process of immigration. L1 English Language Learners L1 Less Proficient Readers Identifying Alternatives Explain to students that four out of every ten Americans today have ancestors who passed through Ellis Island between 1892 and 1954, when it was the main gateway to the United States. Ask students to think about the other six. Have them name at least four other ways in which the ancestors of present-day Americans might have arrived here. Share the students ideas with the class. 630 Chapter 18

7 Ethnic Neighborhoods Crowded into ethnic neighborhoods, immigrants preserved familiar ways as they adjusted to their new culture. When we first arrived we still wore our wooden shoes.... We conquered the English language beautifully. My father spoke well. But in the home we spoke Frisian. Dutch immigrant describes life in America A street in a Jewish neighborhood in New York Seeing the An Immigrant s Journey At the turn of the 20th century, most immigrants faced a difficult ocean journey. Once on land, they moved to ethnic urban neighborhoods and began their transition from foreigner to citizen. The characters in Willa Cather s novel, My Antonia, have similar experiences on their journey to the United States, but begin their lives in America as farmers in Bohemian Nebraska. O.E. Rolvaag writes about the rural experiences of Norwegian pioneers in the Dakota Territory in his novel, Giants in the Earth. Ask: How might the experiences of immigrants to urban and rural areas be similar and different? (similarities: they both lived with people from their country of origin, speaking their native language and continuing cultural customs; differences: urban living was crowded, unhealthy, and many worked in factories; rural living was isolated, with fresh air and clean water, as well as agricultural work) Citizenship For many immigrants, becoming a citizen was the proudest moment of their lives. I am the youngest of America s children, and into my hands is given all her priceless heritage.... Mine is the whole majestic past, and mine is the shining future. Russian immigrant expresses pride in becoming U.S. citizen A new citizen is sworn in History Background Theodore Roosevelt on Immigrants In 1915, the great rush of immigration was closing down as the cry of nativism grew louder. Nonetheless, Theodore Roosevelt made this statement reflecting his support of the millions of honest, hardworking immigrants in the country: There is no room in this country for hyphenated Analyze LIFE AT THE TIME Suppose that you are an immigrant in For each stage of the journey from passage to citizenship, write a sentence describing your hopes or your fears. Life at the Time 631 Americanism.... Our allegiance must be purely to the United States. We must unsparingly condemn any man who holds any other allegiance. But if he is heartily and singly loyal to this Republic, then no matter where he was born, he is just as good an American as anyone else. Writing Rubric Share this rubric with students. Score 1 Sentences do not relate to the topic. Score 2 Sentences relate to some aspects of the topic, but some information is incorrect. Score 3 Response is thoughtful and uses information correctly. Score 4 Response is thoughtful, accurate, thorough, and well written. Analyze LIFE AT THE TIME Sentences will vary, but should demonstrate a clear understanding of the experiences of immigrants, their hopes for the future, and their fears of the new experience. Chapter